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Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula.

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Title: Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula.
Authors: Turan, Sevgi1 (AUTHOR) sturan@hacettepe.edu.tr, Demirel, Özcan2 (AUTHOR), Sayek, İskender1 (AUTHOR)
Source: Medical Teacher. Oct2009, Vol. 31 Issue 10, p477-e483. 7p. 4 Charts.
Subject Terms: *Student-centered learning, *Learning ability, *Medical education, *Medical school curriculum, *Medical schools, *High school teaching, *Medical students, *Psychology of learning, *Cognition, *Education, Metacognitive therapy, Awareness
Abstract: Aim: The aim of this study was to investigate the acquisition of metacognitive awareness and self-regulated learning skills in medical schools using different curricular models. Methods: The study was carried out in four medical schools implementing different curricular models. Eight hundred and sixty two medical students took part in the study and two scales (self-regulated learning perception scale - SRLPS and metacognitive awareness inventory - MAI) were used. Cronbach's alpha was 0.93 for the MAI, and 0.88, 0.91, 0.83, and 0.76 for the four dimensions of the SRLPS. Results: There were no statistically significant differences in MAI scores according to gender, curricular language, or previous exposure or not to a learner-centered method during secondary school, but the differences in scores according to the phase and curricular model were found to be significant. With regard to SRLPS total scores, no difference was found according to gender, but significant differences were found according to phase, curricular language, and curricular model. MAI and SRLPS scores of students from the medical school using a learner-centered curriculum were higher than the other schools' students. Conclusion: This study suggests that students who experience a learner-centered curriculum, such as PBL during their medical education demonstrate improved metacognitive awareness and self-regulated learning skills. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula.
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  Data: <searchLink fieldCode="AR" term="%22Turan%2C+Sevgi%22">Turan, Sevgi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sturan@hacettepe.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Demirel%2C+Özcan%22">Demirel, Özcan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sayek%2C+İskender%22">Sayek, İskender</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Oct2009, Vol. 31 Issue 10, p477-e483. 7p. 4 Charts.
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  Data: Aim: The aim of this study was to investigate the acquisition of metacognitive awareness and self-regulated learning skills in medical schools using different curricular models. Methods: The study was carried out in four medical schools implementing different curricular models. Eight hundred and sixty two medical students took part in the study and two scales (self-regulated learning perception scale - SRLPS and metacognitive awareness inventory - MAI) were used. Cronbach's alpha was 0.93 for the MAI, and 0.88, 0.91, 0.83, and 0.76 for the four dimensions of the SRLPS. Results: There were no statistically significant differences in MAI scores according to gender, curricular language, or previous exposure or not to a learner-centered method during secondary school, but the differences in scores according to the phase and curricular model were found to be significant. With regard to SRLPS total scores, no difference was found according to gender, but significant differences were found according to phase, curricular language, and curricular model. MAI and SRLPS scores of students from the medical school using a learner-centered curriculum were higher than the other schools' students. Conclusion: This study suggests that students who experience a learner-centered curriculum, such as PBL during their medical education demonstrate improved metacognitive awareness and self-regulated learning skills. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3109/01421590903193521
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      – Code: eng
        Text: English
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        PageCount: 7
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    Subjects:
      – SubjectFull: Student-centered learning
        Type: general
      – SubjectFull: Learning ability
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Medical school curriculum
        Type: general
      – SubjectFull: Medical schools
        Type: general
      – SubjectFull: High school teaching
        Type: general
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Psychology of learning
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Education
        Type: general
      – SubjectFull: Metacognitive therapy
        Type: general
      – SubjectFull: Awareness
        Type: general
    Titles:
      – TitleFull: Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula.
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            NameFull: Turan, Sevgi
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            NameFull: Demirel, Özcan
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            NameFull: Sayek, İskender
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              M: 10
              Text: Oct2009
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              Y: 2009
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              Value: 31
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              Value: 10
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